© Fairview Learning, 2002. Fairview Learning improves the reading skills of students supported by...


Fairview Learning

• improves the reading skills of students

• supported by valid research

• provides adapted materials

• relies on team approach

• maximizes the Visual Linguistic System

• advocates fun in the classroom!


FAIRVIEW LEARNING5 PROGRAM COMPONENTS

ASSESSMENT, ASSESSMENT, ASSESSMENT

The Adapted Dolch Word Lists

The Bridge Lists & Reading Comprehension

Phonemic Awareness

Literature-Based Instruction

ASL Development/Written English


The method constantly checks for student learning.


The Adapted Dolch Word Lists

• Deaf children and hearing children do not learn the Dolch words the same way.

•To truly comprehend print, the student must sign the Dolch words using ASL concepts.


“I made a present for you.”

“I made my bed.”

“I made money.”

“I made her happy.”

“My brother made me do that.”


^ OUT 3refers to place

refers to amountemphatic out

The ^ (rooftop) alerts the learner that the word has multiple meanings. The 3 (number) tells the learner how many meanings are present.


* go 5Index fingers move out & down5 to 0Hand sweeps awayIndex fingers roll away from bodyfs

The * alerts the learner that the word can be signed multiple ways, but all signs mean the same. The number indicates the number of signs presented.


! PutThe ! alerts the learner that the handshape usuallly stays the same, but the motion, direction, and/or expression changes depending on context.


Adapted Dolch Words

Total Signs = 510

Preprimer Primer1st

Grade2nd

Grade3rd

GradeWords

40 49 40 45 39

Meanings

71 74 66 73 66

Signs 95 113 110 112 80

A hearing student will learn 40 Dolch words, but a Deaf student will learn 71 meanings along

with 95 signs for those 40 words.


Online Progress Reports

Teachers and students can graph their progress for classroom displays, IEPs, and other reports. These graphs make progress VISUAL and MOTIVATING.


Student Progress Checks

Easy to use progress forms are available in Student

Progress Folders for record keeping.


Adapted Dolch Word DVD 1

Adapted Dolch Word DVD 2

Adapted Dolch Word Student Workbook

Adapted Dolch Word Teacher Workbook

Adapted Dolch Word Cards -- Student set

Adapted Dolch Word Cards -- Teacher set

Adapted Dolch Words -- Materials


The Bridge Lists• English phrases requiring American Sign Language (ASL) translation for understanding.

• Bridging - pointing out and emphasizing Bridge phrases to deaf students.

• Bridging when reading allows deaf students access to written English.


[just about]almost

Just has 4 signs: recently, exactly, only, fair. About has 2 signs: about and approximate.

No combination of these signs makes sense to the visual linguistic system; therefore another sign, almost, is required and indicated by brackets [ ].


[right over there]F off nose

Right has 3 signs: correct, right as in a trial, and right as in turn right. Over has 5: over, over the top, finish, again and again, and cross over the fence. There has 2 signs which mean the same.

No combination of these signs makes sense to the visual linguistic system; therefore another sign, F off the nose, is required and indicated by brackets [ ].


How do I pretest?

Bridge Lists

• Pretest individually.

Select 10 cards from Preprimer deck. If correct, continue. After 5 incorrect responses, STOP. Graph, if appropriate. Group students according to list levels.

• Fun ways to teach include: Pictionary, Charades, Sentence Manipulation, Bridge Bowls Workbooks


The Bridge Lists

Total Signs = 579

Preprimer Primer 1st Grade

2nd Grade

3rd Grade

Phrases

71 58 51 45 40

Meanings

117 94 124 66 54

Signs 153 123 158 70 75


Bridge Lists DVD 1

Bridge Lists DVD 2

Bridge Lists Student Workbook

Bridge Lists Teacher Workbook

Bridge Lists Cards Student set

Bridge Lists Cards Teacher set

Bridge Lists -- Materials


Phonemic Awareness

• Skilled deaf readers make use of phonological information.

• All of us have our own phonemic vocabularies, right or wrong.

• All readers possess a basic code to decode the printed word.


Phonemic Awareness & Vowel Patterns

CONSONANTS VOWELS

b d f

g h j

k l m

n p r

s t v

w z th

wh ch sh

Short Long

_a_ a_e, ai, ay

_e_ ee, ea, ey, _e

_i_ i_e, igh, _y

_o_ o_e, oa, _o, ow

_u_ u_e, ew


Why Phonemic Awareness and Patterns Work

Seeing patterns in words takes advantage of M space, especially in very young children.

• igh –1 space, not 3

• A 7-year-old child has 3 M spaces; therefore, only 1 space is occupied by igh and 2 are free for easier processing.


Adapted Dolch Words, Bridge Lists, and Phonemic Awareness provide the FOUNDATION for reading print conceptually with comprehension.

Literature-Based Instruction

These tools make print materials accessible, relevant, and fun.


Amelia Bedelia

Put the lights out when you finish in

the living room. (???)

Various texts are utilized in trainings to demonstrate the application of the Adapted Dolch words, Bridge Lists, and Phonemic Awareness.


Amelia Bedelia

[Put the lights out] when you finish in the living room.

For example, “Put the lights out” must be bridged to check for text comprehension.


ASL Development

• Students sign personal stories to the ASL instructor.

• The ASL instructor retells the stories modeling proper ASL.

• Students then sign their stories again, implementing proper ASL structures.

• Students record and illustrate their stories to demonstrate progress.

In trainings techniques are presented to develop student ASL skills with student signing samples.


Spontaneous Written English

• During writing time, the student dictates and/or writes spontaneous and personal short stories with their teachers.

• These stories are translated into proper English.

• The student then copies and/or types the proper English version and illustrates the stories.

• Language Experience Folders are available for recording progress.

In trainings techniques are presented to develop student writing skills with student writing samples.


Student SampleSaid open cabinet get food breakfast

Get ice mother stareSaid go put food later eat

Said stubborn and immatureMother insulted.

Spell m-u-l-e.Mother oh.I said sorry.

-------------------------------------------------------------------------------------

Teacher/Student RevisionI [opened the cabinet] [to get] breakfast food.

I got ice and mother [stared at] me.She said, “Go put the food back. Later you will eat.”

I said she was stubborn and immature.Mother was insulted.

I spelled m-u-l-e.Mother said, “Oh!”I said, “I am sorry.”


Secondary School -- Bridge List Comparisons (1999-2000 School Year)

2

2 2

4

3

3

4

3

-1

0

1

2

3

4

7 8 9 11

Average Student Progress by Grade Level

Brid

ge L

ists L

evel

s

Progress in grade levels Beginning Grade Level Final Grade Level Expected Grade Level

N = 34

ASL Average Progress (on 8 Criteria) for all Grades (1999-2000 School Year)

0

1

2

3

4

5

Criteria

Pre Assessment Post Assessment

Proficient

Nearly Proficient

Uses More Often Than Not

Uses Frequently

Emerging

None

Secondary School Reading Comprehension Progress(1999-2000 School Year)

2

3

44

6

8 8 8 8

7

5

4

0

1

2

3

4

5

6

7

8

9

10

11

12

7 8 9 11Average Progress by Grade Level

Grad

e Le

vel

Beginning Grade Level Final Grade Level Expected FLE

N = 34

Elementary School - Adapted Dolch Word Lists Progress(1999-2000 School Year)

12

2

21

1

-1

0

1

2

2

3

1

2

443

3

-1

0

1

2

3

4

Grade level 1 2 3 4 5 6

Students by Grade Level

Grad

e Le

vel o

f Wor

d Li

sts

Ave.Progress Beginning Grade Level Final Grade Level Expected Grade level

N = 56

Reading Comprehension (MSS) Progress (1999-2000 School Year)

2 2

2

1

1 1

1

2

1

3

1 1 1 1 1 1 1 1 1 1

0.0

0.5

1.0

1.5

2.0

2.5

3.0

1 2 3 4 5 6 7 8 9 11

Student Grade Level

Progress Expected Progress

N = 86 Average Number of Grades Progressed was 1.6

Composite Scores (Average of 8 Criteria) for Spontaneous Written English (1999-2000 School Year)

0

1

2

3

4

5

Lower Elementary (1-3) Upper Elementary(4-6) Secondary

Pre Assessment Post Assessment

None

Emerging

Uses Frequently

Uses More Often Than Not

Nearly Proficient

Proficient

• Immediate Positive feedback is motivational.

• Makes it more FUN to learn.

• Increases enthusiasm.

• Encourages healthy competition.

• Provides accountability for all participants.

• Meets IEP Requirements – goal setting.

• Documents efforts of consistent linguistic input.

• Promotes parent involvement and satisfaction.

• Shows documentation of student progress.

ASSESSMENT, ASSESSMENT, ASSESSMENT


For more information:www.fairviewlearning.com 601-366-4099

© Fairview Learning, 2002. Fairview Learning improves the reading skills of students supported by...

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